Auto Mechanics. Post Secondary Curriculum Guide.

Autor/inn/en	Watkins, James F.; und weitere
Institution	Georgia Univ., Athens. Div. of Vocational Education.
Titel	Auto Mechanics. Post Secondary Curriculum Guide.
Quelle	(1981), (655 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Auto Mechanics; Behavioral Objectives; Disabilities; Educational Resources; Experiential Learning; Facility Guidelines; Learning Activities; Mainstreaming; Postsecondary Education; Repair; Special Education; State Curriculum Guides; Technical Education; Vocational Education; Georgia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Handicap; Behinderung; Bildungsmittel; Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Post-secondary education; Tertiäre Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Rahmenlehrplan; Technikunterricht; Ausbildung; Berufsbildung
Abstract	This curriculum guide was designed for use in postsecondary auto mechanics education programs in Georgia. Its intent is to develop entry level skills in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival skills. The first two sections of the guide explain the philosophy, goals, purpose, and objectives of the state and local programs of vocational education, and those of the guide itself. In section 3, the occupational field of auto mechanics is described; and employability skills, student exit points, and tasks cross referenced to the Dictionary of Occupational Titles are listed. The curriculum structure and course outline are provided in section 4, which includes policy guidelines for "live" auto repair shop work and a suggested amount of time for each educational unit. Section 5, the main part of the guide, provides unit guides for each task to be taught in the curriculum. (For each task, a description of the task to be taught, a student performance objective, suggested instructional activities, lists of instructional materials, evaluation sections, suggested classroom hours, and related instruction tasks are included.) Section 6 contains lists of references and resources needed to conduct the course, while student record forms comprise section 7. Following suggestions for working with special needs students (section 8), the curriculum guide concludes with a facility layout for a learning resource center and a laboratory resource center, and definitions of terms (sections 9 and 10). (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC